Full text of "The cadet system in schools [microform]"

CIHM

ICMH

Microfiche

Collection de

Series

microfiches

(l\Aonographs)

(monographies)

Canadian Inatituto for Historical Microraproductiona / Institut Canadian da microraproductiona iiittoriquaa

Technical and Bibliographic Notes / Notes technique et bit)liographiques

The Institute has attempted to obtain the t>est original
copy available for filming. Features of this copy which
may be bibliographically unique, which may alter any of
the images in the reproduction, or which may
significantly change the usual method of filming are
checked below.

D
D
D

n
n

D
D

Coloured covers /
Couverture de couleur

Covers damaged /
CouveiturF endommagee

Covers restored and/or laminated /
Couverture restaur6e et/ou pelliculde

Cover title missing / Le litre de couverture manque

Coloured maps / Cartes gtegraphiques en couleur

Coloured ink (i.e. ottier ttian blue or black) /
Encre de couleur (I.e. autre que bleue ou noire)

Cokxjred plates and/or illustratkxe /
Planches et/ou illustrations en couleur

Bound with other material /
Relid avec dautres documents

Only edJtksn avallat}le /
Seule ddltkxi dtspcnit>le

Tight binding may cause shadows or distortion
along interior margin / La reliure serrie peut
causer de t'ombre ou de la distorsion le long de
la marge int^rieure.

Blank leaves added during rBstoralions may appear
within the text. Whenever possible, these have
been omitted from filming / II se peut que certaines
pages blarKhes ajoutdes tore dune restauration
apparaissent dans le texte, mais, kxsque cela Aait
possible, ces pages n'ont pas M fbntes.

Addtional ccmments /
CommentairBS suppKmentaires:

L'Institut a microfilm^ le meilleur examplaire qu'il lui a
6t6 possible de se procurer. Les details de cet exem-
plaire qiii sont peut-6tre uniques du point de vue bibll-
ographique, qui peuvent modifier une image reproduite.
ou qui peuvent exiger une modifications dans la m6th-
ode nonnale de f ilmage sont indiqu6s ci-dessous.

I I Cokxjred pages / Pages de couleur

I I Pages damaged / Pages endommagdss

I I Pages restored and/or laminated /
' — ' Pages restauries et/ou pellkajides

Pages dtscok>ur«d, stained or foxed /
Pages dteotortes. tacheties ou piqutes

r~| Pages detached/ Pages d^ach^es
r^ Showthrough/ Transparence

□ Quality of print varies /
Qualiti inigale de I'impresskin

I I Includes supplementary material /
' — ' Comprend du materiel suppiementaire

□ Pages wholly or partially obscured by errata
slips, tissues, etc., have been refilmed to
ensure the bef possible image / Les pages
totalement ou partiellement obscurcies par un
feuillet d'errata, une pelure, etc., ont M filmtes
k nouveau de fa(on & obtenir la mellleure
Image possible.

[ I Opposing pages with varying colouration or
i — I discolourations are filmed twice to ensure the
best possible image / Les pages s'opposant
ayant des colorations variables ou des dteol-
oratkins sont filmtes deux fois afin d'obtenir la
meilleur image possible.

This ium i- filmad it <lM rtduction ratio dMCkMl taalow/

lax ux 1SX

22X

26X

12X

IfX

24X

2IX

32X

Tha copy filmad hara ha* baan raproduead ttianki
to tha ganaroaity of:

National Library of Canada

L'aiiamplaira film4 lut raproduit grica i la
g4n*reaiM da:

Bibliotliaque nationala du Canada

Tha imagaa appaaring hara ara tha bait quality
poMibIa contidaring tha condition and lagibility
of tha original copy and in kaaping with tha
filming aentraet apacificationa.

Lai imagaa auivantaa ont M raproduita* avae la
plus grand toin, compta tanu da la condition at
da la noital* da l'aiiamplaira film*, at an
eenf ormit* avac laa conditions du contrat da
flimaga.

Original copias in printad papar covan -ra fllmad
baginning with tha front covar and anding on
tha last paga with a printad or illustraiad impraa-
sion. or tha baek covar whan appropriata. All
oihar original copiaa ara filmad baginning on tha
first paga with a printad or illustratad impraa-
sion. and anding on tha last paga with a printad
or illuatratad impraaaion.

Tha laat racordOu frama on aach microficha
shall contain tha symbol -^ Imaaning "CON-
TINUED"), or tha symool V Imaaning "END I.
whiehavar appliaa.

Maps, platas. charts, ate. may ba filmad at
diffarant raduction ratios. Thosa too larga to ba
antiraly includad in ona axposura ara filmad
baginning in tha uppar laft hand cornar. laft to
right and top to bottom, as many framas as
raquirad. Tha following diagrams illustrata tha
mathod:

Laa axamplairaa originaux dont la eouvartura an
papiar ast imprimOa sent filmte an eommancant
par la pramiar plat at an larminant soil par la
darnitra paga qui eomporta una amprainta
d'imprassion ou d'illustration. soit par la sacond
plat, salon la cas. Toua las autras axamplairas
originaux aont filmta an eommancant par la
pramWra paga qui eomporta una amprainta
d'lmpras'ion ou d'illustration at an tarminant par
la darnitra paga qui eomporta una talla
amprainta.

Un daa aymbolaa suivants apparaltra sur la
darniira image da cheque microfiche, selon le
cas: le symbole ■^ signifie "A 8UIVRE". le
symbola ▼ aignitia "FIN ".

Las cartes, plenches. tableeux. etc.. peuvent ttre
filmts * dee uux do rtduetion diffirenis.
Lorsque le document est trop grsnd pour tire
reproduit en un soul clich*. il est film* S panir
da I'angia supArieur gauche, de gauche t droite.
et de haut an bas. an prenant la nombre
d'imagea nicesaaire. Laa diagrammea suivants
illustrant la metheda.

MKaocorr iisoiution tisi cha«t

(ANSI end ISO TEST CHART No. 2)

^IJdli

^ /jPPUEDjVHGE_ln

^K t65J East Uatn SIrsol

3^5 ?,°=^V'*'' '*■• ''''"' '♦60» USA

r^S f''6) «2 - OSOO - Phon«

^S C'e) 288 - 5989 - Fo,

THE CADET SYSTEM IN SCHOOLS.

Then ita Canadian! who object to the introdnction
of cadet drill into the schools because they think it
develops a spirit of militarism. Experience has proved
that thii view is incorrect. Boys thoroughly e^joy
cadet work without any direct coisciousness of its rela-
tionship to war. The boy thinks only of the immediate
effort, the immediate discipline, and the immediate
enjoyment, and not of any ultimate and distant possi-
bility. This well known psychological principle has a
most important bearing on the whole question of the
desirability of introducing cadet work into the schools.

It ihould be remembered in this connection that
soldiera do not cause war. Qrave dissensions hereon
nations result from differences between the political and
financial leaders of different countries, not from any-
thing the soldiers of the rival countries say or do. The
soldier is not the war-monger. He is more likely to
become the war-victim.

There are men who attack those who advocate cadet
woric in the schools, and who charge them with approv-
ing of "conscription." This charge has absolutely no
foundation. The cadet system is a rational substitute
for conscription. It avoids all the evils of conscription,
and it develops the best elements of human power and
character, wl^e at the same time it secures all the
supposed advantages of conscription in the most natural
and the most thoroughly effective way. Those who
attack the principle of univerial training are evidently
not aware of the fact that the law of Canada now recog-
nizes the principle that all men, with comparatively few
exceptions, are responsible for the defence of their
country. Between the agee of eighteen and forty-five,
inclusive, men are now, by law, liablo to be called upon
when necessary to do military service in the defence of
their country. There is no logical basis for (■ooil
citizenship bnt ihe one that recognize* a man's duties

riOIOI

. <»»•

to hii country. There ii n<r proper iTiteiD of tnining
in citizenahip that doei not make ell children— «irl« as
well as boyi— conscioua of their reaponsibilitiea as
individual units in their country. Boya should under-
stand that they will become reeponaible for the defence
of their homes and their country when they reach the
age of eighteen. They should be trained to uae their
influence to aroid war; but the fundamental principle
ia that they are liable by law to give their services to
defend their country when necesaary in return for tli«
privilegea they enjoy aa citizena.

It is an indefensible moral ideal that a man should
enjoy the many rights of citizenship without recogniz-
ing hia reaponsibility for the duties of citizenship.

The advocate* of a Cadet Syatp' do not wish any
change in the law which makea every man between the
agea of eighteen and forty-five years reaponsible for the
defence of his country. They do, however, regard it a*
a griavoua mistake to make all men within these age
limits liab'e for military aeivice, as the law now does,
without providing in aome way for their training in
order that they may be able to render efficient service
without the terrible sacrifice of life that would natur-
ally result from the rain attempts of maaaes of untrained
men to perform the duty required of them.

Universal liubility for defence aervice ia unquestion-
ably risht Thia being true, it clearly foUowa that all
men should, in some way, be prepared to perform the
duty laid upon them by their country. The country
that demands universal service without providing some
adequate syatem of universal training for the men on
whom it properly lays the duty is culpably negligent

The luoetion to be solved really is : What is the most
effective and moat economical syatem for giving uni-
versal training?

The Oadet System has the following liierits from the
national standpoint: —

1. It ia given at a time when lessoi s learned by
operative processes are never forgotten. Drill is an
operative process. OperatiTe processei are not recorded
in the memories, but i' the lives of studonta.

9. It coat* the country lem to train the coming oiticent
in the Bchools than in any other way.

3. It interferoii with tliu onlinary ilutios of ui«u leaa
than any other poaHiblc plan to havn th<> foundation of
military drill given in the ichooln.

4. It qualifies tho -iCn of tho country for more
complete military training in mufh Hhortt^r time than
it would take to train them without radct training in
the achoola. Hen in later years will find tlieir training
in military drill to ho mainly reviewiiiR the work they
did in school instead of having to 1(':trn tho whole work
at maturity.

6. Boys like military drill. From twelve to sixteen
years of age, thoy generally like it better than baseball
or lacrosse, and because of this fact, it may be used so
as to produce the most beneficial offpcti upon character.

6. A Cadet is not a soldier. TTo takes no oath of
military senice. He is a boy who, for his own good
and the good of his country, is disciplined through
wholesome exercises, some of which have had a military
origin, and some have not. Any possihio objection to a
Cadet Corps applies with equal force to n Boys' Brigade.

The following are the general advantages of Cadet
training to the Cadets themselTes: —

1. It provides an excellent setting-up drill for boys
physically. Boys whose teachers, parents and physicians
have tried earnestly to train to sit and to stand properly
without success, in most cases respond at once to drill
and become h'^w physical types. Drill exercises are good
for the general physical development of a boy, but they
produce better effects than additional strength and
improved health. They give a more dignified bearing,
a more graceful carriage of the body and a more definite
step.

It is not possible to train a boy so that throughout
his life ho will stand erect and walk with moro grace
and dignity without, at the same time, influencing him
morally for good. The physical, the intellectual and the
moral natures react on each other. They should be
trained in haimony, in order that each individual may

rcni-li Ilia boat dcvcloptnont in the three deptrtment* of
hi!< nature.

Kvcry parent in Cenaila who has had sons nt t)it>
IJoyol Military College, ami every man who huB :m't
hoya before and aftor their course there, ha§ reooRiilicd
f^u extraordinary improvement in hoalth, strength,
stature and physique which has folluweu that course.

Kvcry man, whatever his party polities, who lias seen
the military training In Germany or in Swcilen or
Switzerland, teatilies to the improvement in health,
sti .iRth, bearing and self-respect wIpVh baa attende^l it.

2. It triiins boys to bo promptlj. definitely, intclli-
ircntly and cheerfully obo'lient. There can bo no
diversity of opinion in regard to a training that develop?
prompt, dcSnito, intelligent and che^fful obedioni'e to
reg ^arly constituted authority. There is no other sfhonl
process that develops these types of obedience in a boy's
character so nattiralW, so effectively and so permanently
as drill.

3. It reveals law to a boy, not as a restraining force
merely, but os a guiding fo.ce, by enabling him to
achieve much more perfect results under law than he
could possibly achieve without law. Without the laws
that govern its movements, a Company or a Regiment
would be an unrelated mass of individuals or a mob;
tiiider law, it is a perfect organization, capable of
k>zeoutinK a vt.-r complicated series of movements
accurately and unitedly, not as individuals but as an
organic unity. One of the most essential elements of
true mori-1 training is reverence for law La a guiding
force. To understand "the perfect law of lilerty." and
have a true consciousness of what is meant 'jy "liberty
under law," is one of the strongest foundati ms of char-
actor. This recognition of law gives a man a deeper
and broader conception of his true attitude to his fellow-
men and to his duty.

1. It devoliips a boy's genuine patriotism; not an
unogant i>r offensive consciousness of national Import-
iinoe, but a gcn\jine faith in himself and his country.
Sn'-b n fiiith id one of the basic elements of a strong and
lialauiud mural character. In many parts of Canada, a

Krt'iit ntiiny forpifrn boys are making a now home. Then
iif nc other proccM by which thry can he nin<lo proiiH of
their King, their new countrj, their flnit, aiiH the iiiati
tulioiia it rcpreaents i.> quicltly and so thoroiiKlil aa by
wrarinir the King's uniform, and Iceeping step tn patri-
otic Br'tiih-Oanadian music behind the Union Jack as
part of a patriotic organization, along with Britiah-
Conailinn boys. In this way a patriotic spirit enters a
I'oy's htnrt and life.

5, Drill does more ihan de''elop t\\e spirit of patrio-
tism. It reveals to i boy his value as a citi/cn, and,
therefore, his r*wponsibility for the performance of his
duties as a citizen not merely in defence of his country,
but in the highest development of hix country in nil
dfpjirt:nent8 of national life.

fl. Cadet drill helps to make a boy executive, and
executive training is the training that gives real practi-
cal value to all other kinds o' training. 0: e of the
greatest causes of failurr in the fichools of tbi past was
the lack of executive training.

7. All modem advances in education ore bnseil on a
reverent recognition of tho value cf the individual seal,
and of the supreme need of its development. IJrill gi\ 'S
a boy nn opportunity to learn the value of individual
traini]ig and of individual effort by experience, better
than any other school work except organized play, or
organ: ^ed work ii Manual Training or some other form
of em iloyment. Each boy knows from the first that the
standing of the Company depends on the work of oach
individual boy. He knov/s also Lhat bis failure bringa
discredit on his Company. This knowledge will, in due
time, reveal to him the need of his life work to aid bis
community and his country to rteir highest develop-
ment.

8. Drill refines in a boy's mind the need of active
eo-operation Tvith his fellows — boys and men. It is very
important that each man shall become consciouH of the
value of his own individuality. It is much more
important ihat lie learn bis supreme value as « social
iiiilt, ns out wnrkinp with and for humanity. The true
ideals of social unity and social relationship cunnot be
.■ommunicated vitally to children or to adults by worU

'■i' ^-t effort, in han, ,;;„;:""' "',"""'''« '""h
»• "rill train, n b.^ T„ ,. ' '■;";'"'•■" " •"""•

clothing „„.! Z^rj^TZ. "f ^'•"""■"^ '" ■"■
<^h"act.,. " '' '" "» ""Portant ekniTOt in

'"pi^\Z%'^y'['Z''''r-' ': '■«■""'•«"!<' qa.d-

drill in ..hool. fo,,rrr '"/•""" of milium

f"ini..K i,, therefore be efi. ' Jl'T -"l "'■*■ The
break „f war. or «n^ nl!^ f" ' "P"'* '''<"•' «nT out-

(Rev.) Nat.u„k,. R„„«

(Very Rev.) D. Mi.VK,, (;„„,„,. ^, ^

Uii.vorsu.y. Kinffs.on, ()„i ^ "

(Kev.) Canon G. Dautii

/;"-f "'"^ i"-"' Uni„r.Uy, Montreal
(Rev.) H. J. CoDv, D.D„ LL.D.,
Ke». ^rcAifeacon, Toronto.
(Kev.) J. W. Maomulan, D.D,

Pastor. Presbyterian Church, Halifax.
(Rev.) Solomon Jacobs,

Rabbi, Holy Blossom Synagogu,,Toronto.
(Rev.) T. Cbawfobd Brown, MA

""""■chZhXit:'"''''-'^"^'^

•I

(R«T.) r,. MlNEIIAH,

Pulor, 8t. rtter-$ Ckureh. Toronh.

IfAURirj nilTTOH, M.A.,

Principal, Univrnih, ColUg; Toronto.
Waltir Jauei BiinwN,

Aylner, Onl.

Jo'iN A. CiKirKB, M.A.,
Toronto.

Jahks L. Huuiics,

Chief Imprclor of Sck...jti, Turonlo,
Chairman.